http://www.revistalatinacs.org/10/art2/898_URJC/20_LozanoEN.html
DOI: 10.4185/RLCS-65-2010-898-255-265-EN

<title>RLCS, Revista Latina de Comunicación Social</title>
<meta http-equiv="Content-Type" Content="text/html; charset=iso-8859-1"/>
<meta name="DC.title" content="Teaching Communication Theory at European and Latin American Universities”/>
<meta name="DC.creator.personalName" content="Dr. Carlos Lozano Ascencio"/>
<meta name="DC.creator.address" content="carlos.lozano@urjc.es"/>
<meta name="DC.contributor.editor" content="Dr. José Manuel de-Pablos-Coello"/>
<meta name="DC.contributor.address" content="jpablos@ull.es"/>
<meta name="DC.Date.availableated"lang="es" scheme="iso8601" content="2010"/>
<meta name="resource-type" content="scientific paper"/>
<meta name="distribution" content="Global"/>
<meta name="robots" content="all"/>
<meta name="rating" content="General"/>
<meta name="digital objet identifier, DOI" content="DOI: 10.4185/RLCS-65-2010-898-255-265-EN"/>
<meta name="DC.Description" lang="en" content=“Revista Latina de Comunicación Social, RLCS, is a scientific journal edited at the University of La Laguna, ULL (Tenerife, Canary Islands) in the Laboratory of Information Technologies and New Analysis of Communication, LATINA according to its initials in Spanish, founded in 1987 by Dr. José Manuel de-Pablos-Coello, under the protection of special doctorate programmes for Latin American professors. The journal publishes under the main summary almost exclusively research papers written following the formula IMR&DC+B: introduction, methodology, results and discussion plus conclusion, with a updated bibliography: at least 70% of the bibliographic entries must be from the past 10 years and half of them from scientific journals in Spanish and English languages. Reviewers make a double blind peer examination. This is a collective and inter-university project, including many professors and researchers from almost all Spanish and Portuguese speaking countries. The journal is the following databases: EBSCO (USA), DOAJ (Lund University, Sweden), Redalyc (Mexico), Dialnet (Spain); and is indexed by the CINDOC-CSIC in DICE, ISOC, RESH, Office of Latin American Education, OEI according to its initials in Spanish; Dulcinea, etc. In Spain the journal is a reference in the Directory of Index of Spanish Periodicals of Social and Communication Sciences, IN-RECS, of the University of Granada, UGR. RLCS occupies the first position in the cumulative index for the periods 2003-2007; 2004-2008 and the year 2008.”/>
<meta name="DC.Description.tableOfContents" lang="en"/>
<meta name="DC.contributor.referee I" content="The theme of the article “Teaching Communication Theory at European and Latin American Universities” is of interest due to its contribution to a line of studies poorly developed. Based on a quantitative methodology, using the Internet, the researchers obtained results that outline the trends and projections of the teaching of communication theories in major European and Latin American universities. The bibliographic references used as a basis for the development of the study are relevant and current, especially considering the scarcity of references on the subject. The structure of the article is coherent, contains each of the sections of a scientific text, and the wording is correct. Recommended for publication.- Blanca Chong Lee, Ph.D. - Autonomous University of Coahuila, Mexico. "/>
<meta name="DC.Description.tableOfContents" lang="en"/>
<meta name="DC.contributor.referee II" content="This is an article of great interest that starts with the demonstration of a contradiction: we know how to communicate without "knowing" about communication. The author correctly points out that the European reflection about teaching (the EHEA) in this field ignores Latin America. The article extracts data related to Latin America from a survey applied to more than 40 countries and 220 universities. While the questionnaire described seems very well designed, the way in which the contacts were established and the answering methods do not allow us to regard the sample as a representative. Still, as the author acknowledged it, it is certainly a “significant” sample given the amount of responses. The article presents a “snapshot” of great interest but is partial and is difficult to know how much it is lacking to achieve representativeness. It is particularly interesting to discover the main similarities and differences between Latin America, Spain and the rest of Europe, which could lead to a reflection among the professors teaching these subjects about their own choices and, perhaps, it may mean a contribution to the EHEA, at least in this specific field. Hopefully, as the authors themselves point out, this work will also serve to encourage and give more presence to the theoretical studies of communication in the new designs of higher education.- Raymond Colle, Ph.D. - Santiago de Chile."/>
<meta name="DC.Description.tableOfContents" lang="en"/>
<meta name="DC.description.abstract" content="Abstract:Communication Theories are one of the main pillars of many higher education studies that, placing communication as its core topic, have raised public presence during the last two decades at universities worldwide. However, this ongoing process of consolidation inside the scholar field is not walking together with an objective analysis of the ontological and epistemological positions serving as milestones for Communication Theories’ courses. Taking an international online survey as the initial source of information, completed by professors and lectures working at different European and Latin American countries, this paper collects some useful information about the positions and the content of these courses, bringing some light in a confusing fieldwork. If the goal of a common higher education area is real, then deep comparative studies like this must be carried out. Results appeal to a clear dominance of Mass Communications as the main topic inside these courses, although there is a high level of interdisciplinary approaches. Some of the requirements established by the new European Higher Education Area are not implemented in the expected competencies for the students, although they are all present in the courses’ objectives. Professors and lecturers are conscious about the new standard set by the Bologna Process, but this consciousness did not arrive to the classrooms yet."/>
<meta name="DC.keywords" content="Keywords: Communication Theory; Teaching; University; Europe; Latin America; Survey.."/>
<meta name="DC.identifier" LANG="es" SCHEME="URI"/>
<meta name="DC.publisher.corporateName" content="Universidad de La Laguna (Tenerife, Islas Canarias). LAboratorio de Tecnologías de la Información y Nuevos Análisis de Comunicación, LATINA"/>
<meta name="DC.date.issued" content="2010"/>
<meta name="DC.type" content="text/html"/>
<meta name="DC.identifier content="http://www.revistalatinacs.org/10/art2/898_URJC/20_LozanoEN.html"/>
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<meta name="DC.identifier" content="http://www.revistalatinacs.org/10/art2/898_URJC/RLCS_art898EN.pdf"/>
<meta name="DC.type" content="text/html;charset=iso-8859-1"/>
<meta name="DC.language" content="en"/>
<meta name="DC.relation.isPartOf" content="1138-5820" scheme="ISSN"/>
<meta name="DC.rights"content="Universidad de La Laguna (Tenerife, Islas Canarias). LAboratorio de Tecnologías de la Información y Nuevos Análisis de Comunicación, LATINA"/>
<meta name="DC.TERMS.bibliographicCitation" content="Lozano A., C. y Vicente M., M. (2010): "La enseñanza universitaria de las Teorías de la Comunicación en Europa y América Latina", at Revista Latina de Comunicación Social, 65, page 255 to 265. La Laguna (Tenerife, Canary Islands): La Laguna University, retrieved on ___th of ____ of 2_______, from,
http://www.revistalatinacs.org/10/art2/898_URJC/20_LozanoEN.html
DOI: 10.4185/RLCS-65-2010-898-255-265/>